This research paper examines the constitutional underpinnings and implementation challenges of the right to education in India, focusing on the implications of the 86th Constitutional Amendment Act of 2002, which introduced Article 21A to the Indian Constitution. The study analyzes the historical context, legislative developments, and systemic issues that have shaped educational rights in India. Despite significant progress in expanding access to education, the paper identifies persistent challenges, including inadequate infrastructure, insufficient teacher training, and regional disparities in educational quality. The research highlights the need for comprehensive policy reforms to address both access and quality aspects of education. Key recommendations include strengthening teacher training programs, enhancing accountability mechanisms, improving inclusive education practices, and addressing socioeconomic barriers to education. The paper concludes that realizing the constitutional promise of the right to education requires sustained efforts from all stakeholders and a holistic approach to educational reform. This study contributes to the ongoing discourse on educational rights and policy in India, offering insights for policymakers, educators, and researchers in the field of education.

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question barely received any attention. The book identifies justiciability—or, more broadly, enforceability—as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the State; otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability remains unfulfilled. It deals with the possible alternative means the State may provide for the poor to claim the benefits under Article 21A, and identifies the grievance-redress mechanism created by the ‘Right of Children to Free and Compulsory Education Act, 2009’ as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

This book examines the nature, extent and implications of rapid strides digitalization has made in India since the turn of the millennium. These have been examined not merely in the sphere of information and communication technology (ICT) but its multifarious applications spreading across almost all aspects of production, services and institutions which have profound repercussions for the transformation of the society and economy at the micro, meso and macro levels. With contributions from both ICT scholars and social scientists, this book presents diverse scenarios and unravels challenges faced in the process of technical applications, access by the users of these disruptive technologies (automation, e-commerce, big data analytics & algorithms, artificial intelligence, cloud computing, etc.) which, unlike heavy machines (embodied technology), mostly defy physical space, pace of mobility and inoperability between technologies. Chapters in this volume address challenges and possibilities in establishing and operating intricate engineering infrastructure, technical and societal constraints encountered in broad-basing digitalization across layers of educational and social skills conducive to difficult geographies. Issues dealt within this book include farming, healthcare, education, food processing, e-commerce, labour, rural community development, open source data and information democracy. The chapters also reflect upon implications on local economy and society, of the very global nature of these seamless technologies where inter-operability remains the quintessential advantage of digitalization whether promoted or spearheaded through the state, private sector or global capital. The book critiques policy inadequacies and suggests plausible policy approaches to reduce the adverse impacts of fast digitalization and broad-base potential benefits across space and levels of socio-economic development of regions and society. This book would be of interest to scholars, practitioners, technocrats, industry analysts, policy makers and civil society agencies.

The present volume seeks to review education in India through a matrix of nation-building, democratization process, identity, power, social and economic divisions, and social hierarchies. The book revisits the vision of education of some of the great Indian philosophers and leaders, deconstructs some of the seminal documents on education in India, brings out the significant role played by the people’s movement in shaping education, and analyses the trends and progress in the implementation of educational programmes and policies. Please note: This title is co-published with Aakar Books, New Delhi. Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan, Maldives or Bhutan)

Bangladesh is the most vulnerable country to face the Rohingya crisis since the late 1970s and it is a continuous disturbing issue between Bangladesh and Myanmar that affecting their bilateral relations. But, in 2017, the last persecution against the Rohingyas in Myanmar have forced more than half a million people to flee into Bangladesh who are still living here creating various problems for the local community as well as for the whole country. This chapter aims to focus on the socio-political impacts of Rohingya crisis on Bangladesh as now more than one million Rohingya people are staying in the refugee camps of Cox’s Bazar district and also as unregistered refugees. This study analyzes secondary sources by using qualitative method to present different social and political impacts of this long-standing crisis on Bangladesh such as increasing of trafficking, criminal activities, prostitution and other illegitimate works in the local areas which have a bad impact on the whole country. It also analyzes the recent vulnerable situation of local host communities regarding this crisis.

Children are supremely important national assets, they are free and equal in dignity and their basic fundamental human rights i.e. Right to free and compulsory education of every child is clearly a human right and should be protected by letter and spirit of the Constitution of India. Education is important as it enables the child. 'Right to development of child' is a fundamental human right and it has to be properly recognized, protected and guaranteed by law. It is the duty of states to promote and protects human rights and fundamental freedoms of their population irrespective of their political, economic, cultural systems. Right to education which gives children, special protection and makes them free from their problems. Right to free and compulsory education is the need of the hour and it has to be reformulated in precise manner. Education has now been recognized as a human right and an instrument of social change. The realization of the right to development of the every human being and nation is impossible without the recognition of the right to education in theory and practice precisely.